The implementation of evidence-based practices in public schools

Abstract

Educators have sometimes been chided for the enthusiasm with which they embrace new trends and concepts. Their enthusiasm regarding evidence-based practice (EBP) is crucial, however, as it will be key to the movement of EBP from the laboratory to real-world settings, such as public schools. Generalizing from the laboratory to public schools is essential if EBP are to ever reach a meaningful proportion of individuals affected by autism spectrum disorders (ASD). Public schools remain the primary mechanism by which the majority of children with ASD receive highly specialized interventions until adulthood. The quality of public education is arguably the single greatest factor in our control for improving the quality of life and mitigating the overall cost of adults with ASD, until there is a significant shift in the extent and quality of support available to them. The impact of EBP can be magnified by the educational infrastructure, to the extent that EBP are embedded in special education laws, emphasized in teacher training programs, and encouraged via funding and oversight at the local, state, and federal levels. Though public schools rarely have the resources to develop new EBPs, they are well placed to implement them. Yet most research to date demonstrating the effectiveness of interventions has been conducted in university-based or university-affiliated programs, with relatively limited effort to demonstrate generalization to public school settings. © 2011 Springer Science+Business Media, LLC.