Abstract
ABSTRACT Over recent decades, numerous evidence-based practices have been identified for supporting students on the autism spectrum. Yet these evidence-based practices are not implemented consistently or as planned in school settings. Implementation prompts and performance feedback show promise for increasing intervention fidelity; however, there are significant gaps in the research regarding the effectiveness of these consultant supports to improve teachers’ implementation of evidence-base practices with students on the autism spectrum. The purpose of the study was to evaluate the effectiveness of two consultant supports, implementation prompts and performance feedback, alone and in combination with one another, in increasing teachers’ use of behavior specific praise (BSP) for students. An A-BC-A-B-C research design was applied. Results of the study provide preliminary evidence that a combination of implementation prompts and performance feedback increased teacher’s use of the evidence-based practice as compared with the implementation prompts and performance feedback only phases.
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