An Analysis of Teacher Perceived Barriers to Implementation of Evidence-Based Practices
The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing based procedures will be presented. Data analysis revealed several highly pertinent barriers that teachers face in their attempts to implement evidence-based practices in the classroom. Discussion on minimizing these implementation barriers will be provided. Learner Outcomes:
- Participants will gain an understanding of the most prevalent barriers to implementing evidence-based practices as perceived by teachers.
- Participants will gain an understanding of the need for increased portability of evidence-based practices within classroom settings for ease and efficiency of use by teachers.
- Participants will understand strategies for minimizing barriers to implementing evidence-based practices within classrooms for students with developmental disabilities
Wheeler, John J.; and Carter, Stacy. 2018. An Analysis of Teacher Perceived Barriers to Implementation of Evidence-Based Practices. Paper Presentation. International Conference on Autism, Intellectual Disability and Developmental Disabilities, Clearwater, FL.