Social Validity and Teachers' Use of Evidence-Based Practices for Autism.

McNeill (2019) asked teachers how often they use four autism practices: modeling, reinforcement, prompting, and visual supports.

The survey also asked, “Do these practices seem fair, doable, and helpful?” and “How many students with autism do you teach?”

Teachers who said the practices were acceptable and doable used them more often.

Having more students with autism in class also bumped up daily use.

Hong et al. (2015) and Hong et al. (2016) already proved video modeling works for daily-living skills. Jordan shows teachers who believe it works are the ones actually showing the clips.

Houten et al. (1983) found simple teacher verbal prompts lifted student responding decades ago. Jordan adds the why: staff who view prompting as socially valid keep those prompts alive today.

Hume et al. (2007) cut teacher prompts with visual work systems. Jordan flips the lens: teachers who value visual supports self-report using them more, hinting both studies describe the same busy classroom from different angles.

You can boost EBP use without new gear. Ask staff to rate each practice on fairness and ease. Target the low-scorers for quick demos and mini-coaching. High social-validity scores signal buy-in; pair those teachers with peers who hesitate. Track who has the biggest autism caseloads—they’re your natural leaders for modeling and visual supports.