Teachers\u27 Experiences Implementing Evidence-Based Interventions With Fidelity for Preschool-Students With Disabilities

Challenging behaviors are common among preschool students with disabilities in educational settings. Evidence-based interventions (EBIs) when implemented with fidelity can be used to support these students. However, many teachers report having limited knowledge of EBIs and are unprepared to use them. The purpose of this exploratory qualitative case study was to observe and interview preschool teachers regarding the methods, procedures, and activities they use to implement EBIs with fidelity for preschool aged students with disabilities in inclusion settings. The conceptual framework was the implementation science framework, which is focused on implementation of EBIs to achieve their intended purpose. A purposeful sampling of 7 general education teachers from preschool inclusion settings in an urban area that includes 2 school districts participated in the study. Data were analyzed using precoding, first cycle coding, and axial coding to determine categories and themes. The key results in this study indicated that general education teachers need professional development training on appropriate use of EBIs with students, teachers need to engage in parent-teacher support/collaborative partnerships, and teachers need to review data regarding students’ behaviors that change as a result of EBI implementation. The results were used to provide recommendations for identifying the methods, procedures, and activities needed to improve preschool teachers’ implementation of EBIs. This study may contribute to positive social change by supporting general education teachers’ efforts to maximize preschool students with disabilities’ social-emotional and academic outcomes through the use of EBIs