Knowledge and use of intervention practices by community-based early intervention service providers.

Perez et al. (2015) sent a survey to community early-intervention teams. They asked what staff know and actually do with preschoolers with autism.

The survey listed evidence-based practices and unsupported ones. Staff rated how well they knew each item and how often they used it.

Overall, workers picked EBPs more than fad techniques. Professionals and city staff scored higher than paraprofessionals and rural staff.

The gap shows some staff still need extra training and support.

Laposa et al. (2017) asked the same questions in Australia and got the same pattern. EBP use stayed high when teams felt supported by their bosses.

Hatton et al. (2005) paints the earlier picture. Back then, staff mixed ABA and non-ABA with little training. The new survey shows knowledge has risen, but the same job roles still lag behind.

Locke et al. (2022) moved the lens to elementary schools. There, only reinforcement is common. Video modeling and peer-mediated instruction stay on the shelf, showing the knowledge-use gap widens outside preschool.

You can close the gap today. Pair each paraprofessional with a lead BCBA for weekly check-ins. Add a short EBP knowledge quiz at staff meetings. Share one video example of an under-used practice like pivotal response training. These small steps lift the whole team and give every child better intervention hours.