@article{lukins_able_hume_2022, title={Novice Teachers' Implementation of Evidence-Based Practices in Autism Education: Examining the Roles of Preparation and Perception}, volume={12}, ISSN={["1538-4829"]}, url={https://doi.org/10.1177/10883576221144734}, DOI={10.1177/10883576221144734}, abstractNote={ Despite the contemporary emphasis on evidence-based practices (EBPs) in autism education, the research-to-practice gap persists. Understanding how newly trained teachers’ experiences, knowledge, and beliefs about EBPs influence their instructional decisions is vital to increasing EBP implementation among the next generation of special educators. In this study using a mixed-methods approach, 137 novice special educators in two southeastern U.S. states reported their knowledge, perceptions of social validity, and frequency of use of 12 EBPs for students on the autism spectrum. Follow-up qualitative interviews were conducted with a purposive subsample. Positive behavior supports and visual schedules emerged as the most socially valid and implemented practices. The use of EBPs was primarily driven by teachers’ knowledge of the practice and perceptions of its social validity, with teacher preparation experiences shaping both. The results have implications for improving preservice preparation and future implementation of EBPs by attending to teachers’ procedural understanding and subjective buy-in. }, journal={FOCUS ON AUTISM AND OTHER DEVELOPMENTAL DISABILITIES}, author={Lukins, Jordan M. and Able, Harriet and Hume, Kara}, year={2022}, month={Dec} }
 @article{mcneill_2019, title={Social Validity and Teachers’ Use of Evidence-Based Practices for Autism}, volume={49}, url={https://doi.org/10.1007/s10803-019-04190-y}, DOI={10.1007/s10803-019-04190-y}, abstractNote={The autism intervention literature focuses heavily on the concept of evidence-based practice, with less consideration of the acceptability, feasibility, and contextual alignment of interventions in practice. A survey of 130 special educators was conducted to quantify this "social validity" of evidence-based practices and analyze its relationship with knowledge level and frequency of use. Results indicate that knowledge, use, and social validity are tightly-connected and rank the highest for modeling, reinforcement, prompting, and visual supports. Regression analysis suggests that greater knowledge, higher perceived social validity, and a caseload including more students with autism predicts more frequent use of a practice. The results support the vital role that social validity plays in teachers' implementation, with implications for both research and practice.}, number={11}, journal={Journal of Autism and Developmental Disorders}, publisher={Springer Science and Business Media LLC}, author={McNeill, Jordan}, year={2019}, month={Nov}, pages={4585–4594} }