ArticleFrontiers in psychiatry2022
Supporting the inclusion and retention of autistic students: Exploring teachers' and paraeducators' use of evidence-based practices in public elementary schools.
Article in Frontiers in psychiatry, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 5 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
5 citing papers in PubMed, 11 citations in OpenAlex.
- In an Imperfect World: Barriers and Facilitators to Educators' Evidence-Based Practice Use for Elementary-Aged Autistic Students in Inclusive Settings.Journal of autism and developmental disorders · 2026Article
- Unpacking the implementation climate in general education settings in public schools: a sequential-explanatory mixed-methods study.Implementation science communications · 2025Article
- Short report: Examining race, ethnicity, sex, and gender among autistic youth and their educators who participated in school-based research.Autism : the international journal of research and practice · 2024Article
- Exploring Factors Across Levels Impacting Educators' Selection of Evidence-Based Practices for Autistic Students.Implementation research and practiceArticle
- Identifying Implementation Usability Issues of an Evidence-Based Behavioral Intervention for Use in Schools.Implementation research and practiceArticle
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
7 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Introduction: 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. Methods: Eighty-six general and special education teachers and para educators completed a survey about familiarity, training, and EBP use for included autistic children. Results: 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 ( Discussion: Implications for inclusive education are discussed including autism-specific EBP training within pre-service teacher preparation programs.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.