Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools.
In inclusive elementary schools, reinforcement is the lone evidence-based practice that staff both know and use; video modeling and peer-mediated instruction stay on the shelf.
01Research in Context
What this study did
Locke et al. (2022) asked teachers and paraeducators in public elementary schools which practices they use for autistic students.
They sent a survey to staff in inclusive classrooms. Staff picked from a list of evidence-based practices and explained what each one meant to them.
What they found
Reinforcement was the only practice everyone knew and used.
Video modeling and peer-mediated instruction sat on the shelf.
Staff gave different definitions for the same practice, showing shaky understanding.
How this fits with other research
Jackson et al. (2025) extends this picture. They measured implementation climate in the same inclusive settings and found low scores. Their data help explain why video modeling stays unused: teachers see little support, time, or reward.
Klusek et al. (2022) tested a quick fix. One-page evidence sheets cut teacher support for sensory-integration therapy, but support for antecedent-based interventions did not rise. The sheets worked for rejecting bad practices, yet real gains need ongoing coaching.
Pulos et al. (2024) used the same survey style with general and special-ed teachers. They also found limited access and training in evidence-based classroom management. The pattern holds across districts and disability types.
Why it matters
If you coach in elementary schools, expect reinforcement to be the only safe bet. Plan short, repeated demos and follow-ups for video modeling or peer-mediated steps. Push for system-level fixes—co-planning time, brief walk-through feedback, and admin praise—because staff will not sustain new tools in a weak climate.
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02At a glance
03Original abstract
Educators in public schools are required to serve students in their least restrictive environment. While many evidence-based practices (EBPs), defined as practices and strategies shown by research to have meaningful effectson outcomes for autistic students are documented in the literature, less is known about EBP use among educators in public schools. Eighty-six general and special education teachers and para educators completed a survey about familiarity, training, and EBP use for included autistic children. Across roles, educators reported familiarity (98.8%), use (97.7%), and training (83.7%) in reinforcement. They reported the least familiarity with behavioral momentum (29.1%), training in both video modeling and peer-mediated instruction and intervention (18.6%), and use of video modeling (14.0%). Follow-up interviews (n = 80) highlighted mixed understanding of EBP definitions and use. Implications for inclusive education are discussed including autism-specific EBP training within pre-service teacher preparation programs.
Frontiers in Psychiatry, 2022 · doi:10.3389/fpsyt.2022.961219