Brief Report: Preliminary Finding for Using Weight-of-Evidence Graphical Information Sheets with Teachers to Correct Misinformation About Autism Practices.

Klusek et al. (2022) handed teachers a single page. The page showed a bar graph of evidence for two autism practices. One practice was sensory-integration therapy. The other was antecedent-based intervention (ABI).

Teachers took a short survey before seeing the sheet. They took the same survey two weeks later. The team wanted to know if the sheet alone could shift teacher opinion.

Right after seeing the sheet, teachers rated sensory-integration therapy lower. Support for ABI stayed flat. Two weeks later, the dip for sensory therapy had faded. The sheet worked briefly, then the effect vanished.

Knowledge alone did not move teachers toward using ABI more.

Pulos et al. (2024) surveyed one whole district. Teachers there said they had little training and few resources for evidence-based practices. Their data back up Jessica’s warning: a lone sheet cannot fix a weak implementation climate.

Locke et al. (2022) asked 300 teachers and paraeducators what they actually use. Reinforcement was common. Video modeling and peer-mediated instruction were rare. Again, knowing is not doing.

Heald et al. (2020) built the AFIRM online modules. Over 64,500 users have clicked through them. AFIRM gives hours of training, not a single page. Jessica’s finding shows why AFIRM’s longer path is still needed.

You can print the sheet in five minutes. Use it to start a talk, not to end one. Pair it with follow-up coaching, team practice, and steady reminders. That mix can keep the brief dip in sensory-therapy support alive and finally lift ABI use.