The increased prevalence of autism in the United States (1 in 54 youth) requires educators to implement evidence-based practices (EBPs). However, it is unclear which EBPs, if any, general and special education teachers and paraeducators are commonly trained to use or whether they consistently use those EBPs to support the inclusion of students with autism. The purpose of this protocol is to understand EBP use in inclusive settings and examine the malleable individual and organizational factors that promote teachers’ and paraeducators’ use of EBPs to meaningfully include and retain children with autism in general education settings and how this use relates to children’s outcomes. These data will support the identification of targeted implementation strategies for successful EBP use.

美国自闭症患病率上升（54名年轻人中有1名），要求教育工作者实施循证实践（EBP）。但是，尚不清楚通常会训练哪些EBP（如果有的话），通识教育和特殊教育的老师和教育者，或者他们是否一直使用这些EBP来支持自闭症学生的入学。该协议的目的是了解在包容性环境中使用EBP的情况，并研究可延展的个人和组织因素，这些因素可促进教师和教育者对EBP的使用，以在普通教育环境中有意义地包括和保留自闭症儿童，以及这种使用与儿童的自闭症有何关系结果。这些数据将有助于确定成功实施EBP的目标实施策略。