The use of both empirically supported and unsupported practices by teachers is common with autistic students. In this study, strategies were used to reduce use of unsupported practices. First, specially-designed information sheets were shared with teachers about the evidence-base of two practices used in schools: one unsupported (sensory integration therapy [SIT]) and one supported (antecedent-based interventions [ABI]). A professional development program was then implemented to improve knowledge and use of ABI. The information sheets significantly reduced teacher support for SIT, however this was not maintained following professional development. Support for ABI remained unchanged across phases. The need for ongoing teacher professional development in replacing use of unsupported practices with more evidence-based approaches is discussed.

中文翻译：

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简要报告：与教师一起使用证据权重图形信息表来纠正有关自闭症实践的错误信息的初步发现。

教师使用经验支持和不支持的做法在自闭症学生中很常见。在这项研究中，策略被用来减少使用不受支持的做法。首先，与教师分享了专门设计的信息表，介绍了学校使用的两种做法的证据基础：一种不受支持（感觉统合疗法 [SIT]），另一种得到支持（基于前因的干预措施 [ABI]）。然后实施了一项专业发展计划，以提高 ABI 的知识和使用。信息表显着减少了教师对 SIT 的支持，但在专业发展后并没有保持这种支持。对 ABI 的支持在各个阶段保持不变。讨论了持续的教师专业发展的需要，以用更多的基于证据的方法来取代不受支持的做法的使用。