The purpose of this paper is to provide a current look at the status of evidence-based practice (EBP) for students with intellectual disability and autism spectrum disorders. Specifically, this paper will (1) provide an introduction to the history and evolution of the use of levels of evidence, (2) discuss the importance of EBPs, (3) identify who's doing the work and how they determine evidence, and (4) suggest a decision-making model for teachers to select and apply EBPs. This process holds the ultimate goal of improving outcomes for students with intellectual disability and autism spectrum disorders as appropriate EBPs are selected and applied with fidelity. Concerns around implementation highlight the need to examine factors related to the knowledge of and adoption of effective practices by educators, researchers and families.
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