The Art of Selection: Understanding Teachers’ Intervention Choices for Preschool Autistic Students

Abstract

Multiple reviews of research establish evidence-based practices (EBPs) that practitioners may use to support autistic children. Unfortunately, adoption of these EBPs remains variable and low, and many teachers report identifying and selecting appropriate practices for their students is a challenge. Decision-making guides informed by implementation theories and end-user considerations are needed. To identify factors that can be embedded into a decision-making guide, we surveyed 312 early childhood special education teachers and asked them to select an EBP to support a young autistic child with a social-communication goal and to explain their choice. Using both inductive and deductive qualitative approaches, we explored factors that influenced their EBP selection. Educators most often reported intervention factors as a rationale for their selection, and evaluations of interventions were frequently shaped by personal values and beliefs. Additionally, participants demonstrated a nuanced understanding of EBPs and engaged in a complex and multifaceted decision-making process when selecting interventions. Implications for policy and practice include training future and current teachers to select appropriate interventions given different students and contexts and conducting research that evaluates the feasibility, acceptability, and adaptability of EBPs.