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2019 | 1(43) | 5-13

Article title

An analysis of teacher perceived barriers to the implementation of evidence-based practices

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Analiza barier postrzeganych przez nauczycieli w realizacji praktyk opartych na dowodach naukowych

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Praktyki oparte na dowodach naukowych w dziedzinie edukacji specjalnej w Stanach Zjednoczonych zostały dobrze zdefiniowane w literaturze, ale nadal występują wyzwania związane z powszechnym wdrażaniem tych praktyk w środowisku szkolnym. Istnieje wiele czynników, które nie zostały omówione w literaturze, które mogą negatywnie wpłynąć na przeniesienie tych praktyk do klas. W artykule opisano wyniki oceny jakościowej mającej na celu określenie perspektyw nauczyciela na temat barier we wdrażaniu procedur opartych na dowodach w dziedzinie pozytywnych interwencji behawioralnych i wsparcia (PBIS). Analiza danych ujawniła kilka bardzo istotnych barier, z którymi borykają się nauczyciele, próbując wdrożyć oparte na dowodach praktyki w klasie. Omówiono zalecenia dotyczące minimalizacji tych barier wdrożeniowych.
Evidence-based practices in the field of special education within the United States has been well defined in the literature yet challenges persist with the widespread implementation of these practices within school settings. There are many factors that can negatively influence the portability of these practices in classroom settings that remain unaddressed in the literature. The results of a qualitative evaluation aimed at determining teacher’s perspectives on barriers to implementing evidence-based procedures in the area of positive behavioral interventions and supports (PBIS) attempts to implement evidence-based practices in the classroom. Recommendations for minimizing these implementation barriers are discussed.


  • Department of Educational Foundations and Special Education, Clemmer College of Education; Office-510 Warf Pickel East Tennessee State University, P.O. Box 70547 Johnson City, TN 37614; tel. +423 439 4196
  • Texas Tech University
  • East Tennessee State University


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