Though increasing the teaching of evidence-based practices (EBPs) for students with autism spectrum disorder (ASD) within pre-service preparation programs is one approach to addressing the need for increased use of EBPs in the field, this approach likely oversimplifies the problem. We surveyed 60 pre-service practitioners’ decision-making around selection of EBPs and non-EBPs that are commonly used for students with ASD. We then explored factors related to participants’ familiarity with, approval of, and likelihood to select practices and evaluated the effects of source-trustworthiness on their decision-making. Participants were familiar with most practices but more often approved of and selected EBPs than non-EBPs. Interestingly, participants were more likely to select one EBP when it was presented by an untrustworthy source than when presented by a trustworthy source. Based on these findings, we discuss recommendations for pre-service programs to promote the use of EBPs through active dissemination and consideration of individual factors in an effort to move EBPs into routine practice.
|Original language||English (US)|
|Number of pages||16|
|Journal||Education and Training in Autism and Developmental Disabilities|
|State||Published - Sep 2020|
Bibliographical noteFunding Information:
Funding: This research was supported in part by a Global Signature Program award from the Office of International Initiatives & Relations at University of Minnesota (PI: Panayiota Kendeou), a discretionary award from the Office of Associate Dean for Research and Policy (PI: Veronica Fleury) from University of Minnesota, and the National Center for Leadership in Intensive Intervention, Office of Special Education Programs [Grant number H325H140001]. Correspondence concerning this article should be addressed to Maria L. Hugh, Educational Psychology, 56 East River Pkwy, Education Sciences Building 275, University of Minnesota, Minneapolis, MN 55455. E-mail: LEMLE008@umn.edu