Association for Behavior Analysis International

An evidence-based practice (EBP) is a strategy, intervention, or practice that has been shown through rigorous research to be effective (Iris Center, 2010). Children with autism often benefit from the implementation of EBP. Peer-mediated interventions (PMI), pyramidal training and inclusive practices have been identified to be effective in improving students’ outcomes. A teacher's self-efficacy is likely to play an important role in whether they demonstrated persistence in using EBP to meet students’ goals. The following studies exemplify why improving the implementation of EBPs are important for children with autism in a school setting. This symposium begins with a study demonstrating the use of program evaluations to identify barriers to implementation of inclusive practices. Next, we present a systematic review of pyramidal training literature to identify strengths and gaps in the literature. Then we present a study on self-efficacy which is associated with meeting expectations. Finally, we end with a literature review of PMI to promote further research.

Participate should have a basic understanding of behavior analytic interventions and an understanding of the special education system.

Self-efficacy refers to an individual’s perceived ability to accomplish specific expectations. Research indicates that individuals with higher self-efficacy are more likely to demonstrate persistent behaviors associated with meeting expectations. We administered the Autism Self-Efficacy Scale for Teachers (ASSET; Ruble et al., 2013) via a Qualtrics survey to 300 educators who teach students with autism in Texas. Educators were recruited via email and were asked to respond to 30 items describing common responsibilities of teachers of students with autism. The educators responded to each item on a scale of 0 – 100, with the following anchors: 0 = cannot do at all, 50 = moderately can do, 100 = highly certain can do. The mean self-efficacy across all items was 70.0, however individual responding varied across items, ranging 83 – 100 point spread between highest and lowest scores. Special educators need additional support to ensure they are confident in their abilities to implement evidence-based practices with students with autism. The purpose of this study was to determine Texas educator’s self-efficacy relating to teaching students with autism.

Peer-mediated intervention (PMI) is an evidence-based practice that utilizes one or more peers to provide ongoing and individualized support to their neurodivergent classmates through the implementation of instructional programs, behavioral strategies, and the facilitation of social interactions. There is a growing body of evidence that demonstrates efficacy and social validity within inclusive middle and high school classrooms utilizing PMIs. However, limited attention has focused on collecting data on the peer partners’ implementation fidelity. This systematic and quality review identified single-case studies addressing PMIs implemented at the secondary level (i.e., grades 6-12) to support students diagnosed with autism spectrum disorder (ASD), ASD with co-occurring conditions, and intellectual disabilities (ID). Of the 25 PMI studies we identified, 19 studies met What Works Clearinghouse quality standards for single-case research. Among the 19 studies included in the current review, four studies (21%) assessed the peer partner’s implementation fidelity during the intervention. This review provides recommendations for research and practice aimed at identifying strengths and gaps in the literature base related to implementation fidelity of PMIs in secondary schools.