Educators’ experiences and reflections on the implementation of evidence-based practices for autistic students in public schools during the COVID-19 pandemic

In 2020, the COVID-19 pandemic forced many schools to close their doors and transition to remote learning, disrupting how autistic students received school-based services and support. While school structure changes were challenging for all students, autistic students were uniquely affected, considering their reliance on predictability and routine; moreover, education settings are where most autistic children receive services. Much has been studied regarding the use of evidence-based practices (EBPs) for autistic students in traditional school settings, yet little is known about how educators use EBPs in remote learning environments in the wake of the COVID-19 pandemic.In this study, we explore educators' experiences with EBP implementation at the height of the pandemic and educators' reflections of its impact on autistic students and their school systems. Qualitative data were collected from 81 educators (general educators, special educators, and paraeducators) in semi-structured interviews regarding EBP use at the onset of the pandemic.Four themes emerged from interviews: (1) pandemic and remote learning environment challenges to inclusion and EBP use; (2) EBP use adaptations for remote learning environments; (3) pandemic and remote learning environment benefits for EBP use; and (4) considerations for EBP use beyond the pandemic.These findings elucidate educators' experiences using EBPs during the COVID-19 pandemic and highlight important areas of consideration for autism-focused EBP implementation as remote instruction continues to be a learning format. More research is needed to understand how to best implement EBPs for autistic students in this emerging instruction context.The COVID-19 pandemic forced many schools to shift to remote or hybrid learning, which impacted how autistic students received school-based services. School settings are where most autistic children receive support and accommodations. Evidence-based practices (EBPs) are strategies shown by high-quality research to support autistic children, and there are strong efforts to increase the use of EBPs in schools. While much is known about how autism-focused EBPs are used in traditional classroom settings, little is known about how these practices are used in remote learning environments. This paper explored educators’ experiences using EBPs at the height of the pandemic and educators’ reflections of its impact on autistic students and their school systems. Interviews with general educators, special educators, and paraeducators revealed important information. There were pandemic-specific and remote learning environment challenges to inclusion and EBP use. Many educators reported making adaptations to EBPs when instruction was pivoted to remote learning. While there were challenges to remote instruction, there were also pandemic- and remote learning environment-related benefits for EBP use. Educators also reflected on considerations for EBP use beyond the pandemic, including more educator training opportunities to support EBP use in remote settings. Considering the rise in remote and hybrid learning settings, future research should explore how to support educators, autistic students, and their caregivers in remote setting EBP use.