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From research to reality: Australian evidence-based practice in autism education

Garrad, T-A, Rayner, R ORCID: 0000-0001-6335-6379, Pedersen, S ORCID: 0000-0002-8566-7693 and Cuskelly, M ORCID: 0000-0001-9986-9985 2021 , 'From research to reality: Australian evidence-based practice in autism education' , Journal of Research in Special Educational Needs , pp. 1-11 , doi: 10.1111/1471-3802.12537.

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Many teachers are sporadic in using evidencebased practice (EBP) concerning students with autism spectrum disorder (ASD). Numerous reasonshave been posited for this. However, no single studyhas worked to understand the relative importance ofidentified criteria in the EBP decision-making processes of teachers. Through the development of anew survey tool, the Evidence-Based Practice Innovation Survey (EBPIAS), an exploration of thedecision-making process of Australian teachers intheir adoption and cessation of EBP was undertaken. Teachers rated the perception that an EBPwould meet the needs of their students as themost important criteria in determining their use ofEBP. Conversely, the judgement that an EBP didnot meet the needs of their student was the mostimportant criteria in their decision to cease use. Incomparing the relevant importance of identifiedcriteria, teachers rated the perception of trainingas the second-lowest consideration in their decision to adopt and cease using EBP. Consequently,there may need to be greater promotion of, orinformation concerning, the training required byteachers for effective implementation supporting amore balanced and holistic approach in assessingcriteria impacting the adoption of EBP by teachersin the first instance, potentially lowering cessationrates.

Item Type: Article
Authors/Creators:Garrad, T-A and Rayner, R and Pedersen, S and Cuskelly, M
Keywords: autism spectrum disorder, evidence-based practice, inclusive education, professional development
Journal or Publication Title: Journal of Research in Special Educational Needs
Publisher: Wiley-Blackwell Publishing Ltd.
ISSN: 1471-3802
DOI / ID Number: 10.1111/1471-3802.12537
Copyright Information:

Copyright 2021 National Association for Special Educational Needs

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